Volume 23, Issue 4 (3-2026)
RBS 2026, 23(4): 827-842 |
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Mohseni Mansour S N, Ebrahimnezhad Shirvani A, Hoseinpour T, Morshedtalab M, Sadeghi J. Effectiveness of Acceptance and Commitment Therapy on Reducing HPA Axis Activity, Improving Attention and Academic Achievement Motivation in Students with Trauma History. RBS 2026; 23 (4) :827-842
URL: http://rbs.mui.ac.ir/article-1-2103-en.html
URL: http://rbs.mui.ac.ir/article-1-2103-en.html
Seyedeh Nafiseh Mohseni Mansour1 
, Ali Ebrahimnezhad Shirvani *2 , Tina Hoseinpour3 , Melika Morshedtalab4 , Jamal Sadeghi5
, Ali Ebrahimnezhad Shirvani *2 , Tina Hoseinpour3 , Melika Morshedtalab4 , Jamal Sadeghi5
1- Department of Clinical Psychology, SR.C., Islamic Azad University, Tehran, Iran
2- Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran. ,ali.ebrahimnezhadshirvani@iau.ir
3- Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran
4- Department of Clinical Psychology, Sari.C., Islamic Azad University, Sari, Iran
5- Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran.
2- Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran. ,
3- Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran
4- Department of Clinical Psychology, Sari.C., Islamic Azad University, Sari, Iran
5- Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran.
Abstract: (386 Views)
Aim and Background: Trauma in childhood and adolescence has extensive consequences on cognitive, emotional, and academic functioning. This study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on reducing hypothalamic-pituitary-adrenal (HPA) axis activity, improving attention and academic achievement motivation in students with trauma history.
Methods and Materials: This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted of Tenth and Eleventh-grade students in the city of Babol during the academic year 2024–2025. After screening using the Childhood Trauma Questionnaire (CTQ), 60 students with a history of trauma were randomly assigned to two groups: an intervention (ACT) group and a control group. Following attrition, 53 participants remained in the study. The intervention group received 12 sessions of Acceptance and Commitment Therapy (one session per week, 90 minutes each). The control group was placed on a waiting list. Assessments were conducted at three time points—pretest, posttest, and follow-up (one month later)—using the Attention and Concentration Scale (ACS), the Academic Achievement Motivation Scale (AAMS), salivary cortisol measurement, and the Child PTSD Symptom Scale (CPSS). Multivariate analysis of covariance (MANCOVA) was used to test the research hypotheses, and repeated measures analysis of variance (ANOVA) was employed to examine the stability of the intervention effects over time. The attrition rate was also reported, and sensitivity analysis was conducted to assess the impact of attrition on the results.
Findings: After 12 intervention sessions, results showed that the intervention group demonstrated significant improvement compared to the control group. Mean attention and concentration scores increased from 62.15 to 74.38 (p<0.001, d=0.94). Academic achievement motivation increased from 98.46 to 118.73 (p<0.001, d=1.34). Salivary cortisol levels decreased from 8.42 to 5.87 ng/dL (p<0.001, d=1.12). PTSD symptoms decreased from 42.31 to 28.46 (p<0.001, d=1.05). These effects were maintained at follow-up.
Conclusions: Acceptance and Commitment Therapy is an effective intervention for students with trauma history that can reduce HPA axis activity, improve attention and concentration, increase academic achievement motivation, and reduce post-traumatic stress symptoms.
Methods and Materials: This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted of Tenth and Eleventh-grade students in the city of Babol during the academic year 2024–2025. After screening using the Childhood Trauma Questionnaire (CTQ), 60 students with a history of trauma were randomly assigned to two groups: an intervention (ACT) group and a control group. Following attrition, 53 participants remained in the study. The intervention group received 12 sessions of Acceptance and Commitment Therapy (one session per week, 90 minutes each). The control group was placed on a waiting list. Assessments were conducted at three time points—pretest, posttest, and follow-up (one month later)—using the Attention and Concentration Scale (ACS), the Academic Achievement Motivation Scale (AAMS), salivary cortisol measurement, and the Child PTSD Symptom Scale (CPSS). Multivariate analysis of covariance (MANCOVA) was used to test the research hypotheses, and repeated measures analysis of variance (ANOVA) was employed to examine the stability of the intervention effects over time. The attrition rate was also reported, and sensitivity analysis was conducted to assess the impact of attrition on the results.
Findings: After 12 intervention sessions, results showed that the intervention group demonstrated significant improvement compared to the control group. Mean attention and concentration scores increased from 62.15 to 74.38 (p<0.001, d=0.94). Academic achievement motivation increased from 98.46 to 118.73 (p<0.001, d=1.34). Salivary cortisol levels decreased from 8.42 to 5.87 ng/dL (p<0.001, d=1.12). PTSD symptoms decreased from 42.31 to 28.46 (p<0.001, d=1.05). These effects were maintained at follow-up.
Conclusions: Acceptance and Commitment Therapy is an effective intervention for students with trauma history that can reduce HPA axis activity, improve attention and concentration, increase academic achievement motivation, and reduce post-traumatic stress symptoms.
Type of Study: Research |
Subject:
Special
Received: 2025/10/12 | Accepted: 2026/01/30 | Published: 2026/03/1
Received: 2025/10/12 | Accepted: 2026/01/30 | Published: 2026/03/1
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